Day 8

Title: 6 Word Memoirs and Fragment Sentences

Week 2/3

Day: 8/15

Standard

I can statement

Checking for Understanding

W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

I can develop and organize clear and straightforward writing which is appropriate for a specific task, purpose, and audience.

I can develop and strengthen my writing by planning, revising, editing, and rewriting.

I can address what is most significant for a specific purpose or audience.

Free Write: Write your own Encyclopedia of an Ordinary Life. Choose three letters as a class.

Revision: Include at least two fragment sentences to add to your writing. Highlight them so I know where to find them.

Lesson

Silent Reading

Students will read a book that they checked out at the media center for 20 minutes.

Mini-Conference

I will meet with students to go over their goal that they made in their Google Form survey, and to follow up on the book they chose in the media center. I want to know if they like it, what’s happening in their book, and what challenges or successes they’ve had with reading or writing in class.

Mentor Text

As a class, we will read examples of 6 Word Memoirs and excerpts from Encyclopedia of an Ordinary Life by Amy Krouse Rosenthal.

Example of 6 Word Memoirs (Some contain bad words, so it is important to preview before showing students or print preselected memoirs)

Free Write

Write your own Encyclopedia of an Ordinary Life. Choose three letters as a class.

Tea Party

Students will see how fragments are used by participating in a tea party activity. Students will get a strip of paper that shows different ways in which authors used fragments. They will take their mentor text strips of papers and walk around the room sharing their paper with a peer. Students will take turns sharing how the author used the colons. Then they will trade slips of papers and continue sharing with peers.

Revision

Include at least two fragment sentences to add to your writing. Highlight them so I know where to find them. After revising, students will share their revisions with a peer, and I will ask for one or two volunteers to share with the class by writing their before and after sentences on the board. If the fragment sentence is used incorrectly, we will revise it together.